IB HL History of the Americas Course Description Daniel W. Blackmon Coral Gables Senior High 2010.

IB HL History of IB HL History of the Americasthe Americas

Course DescriptionCourse DescriptionDaniel W. BlackmonDaniel W. Blackmon

Coral Gables Senior HighCoral Gables Senior High

20102010

IBO Mission StatementIBO Mission Statement

The International Baccalaureate The International Baccalaureate Organization aims to develop Organization aims to develop inquiring, knowledgeable and caring inquiring, knowledgeable and caring young people who help to create a young people who help to create a better and more peaceful world better and more peaceful world through intercultural understanding through intercultural understanding and respect.and respect.


To this end the IBO works with To this end the IBO works with schools, governments and schools, governments and international organizations to international organizations to develop challenging programmes of develop challenging programmes of international education and rigorous international education and rigorous assessment.assessment.


These programmes encourage These programmes encourage students across the world to become students across the world to become active, compassionate and lifelong active, compassionate and lifelong learners who understand that other learners who understand that other people, with their differences, can people, with their differences, can also be right.also be right.

IB Learner ProfileIB Learner Profile

The aim of all IB programmes is to The aim of all IB programmes is to develop internationally minded develop internationally minded people who, recognizing their people who, recognizing their common humanity and shared common humanity and shared guardianship of the planet, help to guardianship of the planet, help to create a better and more peaceful create a better and more peaceful world.world.

IB Learner ProfileIB Learner Profile

IB learners strive to be:IB learners strive to be:

Inquirers Inquirers

They develop their natural curiosity. They develop their natural curiosity. They acquire the skills necessary to They acquire the skills necessary to conduct inquiry and research and conduct inquiry and research and show independence in learning. show independence in learning. They actively enjoy learning and this They actively enjoy learning and this love of learning will be sustained love of learning will be sustained throughout their lives. throughout their lives.

KnowledgeableKnowledgeable

They explore concepts, ideas and They explore concepts, ideas and issues that have local and global issues that have local and global significance. In so doing, they significance. In so doing, they acquire in-depth knowledge and acquire in-depth knowledge and develop understanding across a develop understanding across a broad and balanced range of broad and balanced range of disciplines.disciplines.

ThinkersThinkers

They exercise initiative in applying They exercise initiative in applying thinking skills critically and thinking skills critically and creatively to recognizecreatively to recognizeand approach complex problems, and approach complex problems, and make reasoned, ethical and make reasoned, ethical decisions decisions

CommunicatorsCommunicators

They understand and express ideas They understand and express ideas and information confidently and and information confidently and creatively in more than one creatively in more than one language and in a variety of modes language and in a variety of modes of communication. They work of communication. They work effectively and willingly in effectively and willingly in collaboration with others.collaboration with others.

PrincipledPrincipled

They act with integrity and honesty, They act with integrity and honesty, with a strong sense of fairness, with a strong sense of fairness, justice and respect for the dignity of justice and respect for the dignity of the individual, groups and the individual, groups and communities. They take communities. They take responsibility for their own actions responsibility for their own actions and the consequences that and the consequences that accompany them accompany them

Open MindedOpen Minded

They understand and appreciate They understand and appreciate their own cultures and personal their own cultures and personal histories, and are open to the histories, and are open to the perspectives, values and traditions perspectives, values and traditions of other individuals and of other individuals and communities. They are accustomed communities. They are accustomed to seeking and evaluating a range of to seeking and evaluating a range of points of view, and are willing to points of view, and are willing to grow from the experience. grow from the experience.

CaringCaring

They show empathy, compassion and They show empathy, compassion and respect towards the needs and respect towards the needs and feelings of others. They have a feelings of others. They have a personal commitment to service, and personal commitment to service, and act to make a positive difference to act to make a positive difference to the lives of others and to the the lives of others and to the environment. environment.

Risk TakersRisk Takers

They approach unfamiliar situations They approach unfamiliar situations and uncertainty with courage and and uncertainty with courage and forethought, and have the forethought, and have the independence of spirit to explore independence of spirit to explore new roles, ideas and strategies. They new roles, ideas and strategies. They are brave and articulate in are brave and articulate in defending their beliefs.defending their beliefs.

Balanced Balanced

They understand the importance of They understand the importance of intellectual, physical and emotional intellectual, physical and emotional balance tobalance toachieve personal well-being for achieve personal well-being for themselves and others themselves and others

ReflectiveReflective

They give thoughtful consideration They give thoughtful consideration to their own learning and to their own learning and experience. They are able to assess experience. They are able to assess and understand their strengths and and understand their strengths and limitations in order to support their limitations in order to support their learning and personal development.learning and personal development.

Nature of the subject

History is more than the study of the past. It is the process of recording, reconstructing and interpreting the past through the investigation of a variety of sources.


It is a discipline that gives people an understanding of themselves and others in relation to the world, both past and present.


Students of history should learn how the discipline works. It is an exploratory subject that poses questions without providing definitive answers.


In order to understand the past, students must engage with it both through exposure to primary historical sources and through the work of historians. Historical study involves both selection and interpretation of data and critical evaluation of it.


Students of history should appreciate the relative nature of historical knowledge and understanding, as each generation reflects its own world and preoccupations and as more evidence emerges.


A study of history both requires and develops an individual’s understanding of, and empathy for, people living in other periods and contexts.


Diploma Programme history consists of a standard level (SL) and higher level (HL) core syllabus comprising an in-depth study of an individual prescribed subject and the selection of two topics.


Students and teachers have a choice of route 1 that explores the main developments in the history of Europe and the Islamic world (from 500 to 1570) or route 2 that encompasses the main developments in 20th century world history.


At HL students select from a range of optional syllabuses that cover a wider time span encouraging in-depth study.


Thus Diploma Programme history provides both structure and flexibility, fostering an understanding of major historical events in a global context.


It requires students to make comparisons between similar and dissimilar solutions to common human situations, whether they be political, economic or social.


It invites comparisons between, but not judgments of, different cultures, political systems and national traditions.


The content of the history course is intrinsically interesting and it is hoped that many students who follow it will become fascinated with the discipline, developing a lasting interest in it, whether or not they continue to study it formally.


The international perspective in Diploma Programme history provides a sound platform for the promotion of international understanding and, inherently, the intercultural awareness necessary to prepare students for global citizenship.


Above all, it helps to foster respect and understanding of people and events in a variety of cultures throughout the world.

Distinction between SL and HL

The difference between the history course at SL and the course at HL can be summarized as follows.


SLSL HLHL

SyllabusSyllabus The study of one prescribed subject

The study of one prescribed subject


SLSL HLHL

SyllabusSyllabus The study of two topics from a choiceof five

The study of two topics from a choiceof five


SLSL HLHL

SyllabusSyllabus The study of three sections from oneHL option


SLSL HLHL

SyllabusSyllabus An historicalinvestigation

An historicalinvestigation


SLSL HLHL

AssessmentAssessment Paper 1 SL: a document-based paperset on the prescribed subjects, whichassesses objectives 1–3

Paper 1 HL: a document-based paperset on the prescribed subjects, whichassesses objectives 1–3


SLSL HLHL

AssessmentAssessment Paper 2 SL/HL: an essay paperbased on topics, which assessesobjectives 1–4

Paper 2 SL/HL: an essay paperbased on topics, which assessesobjectives 1–4


SLSL HLHL

AssessmentAssessment Paper 3 HL: an essay paper on eachof the five HL options, which assessesobjectives 1–4


SLSL HLHL

AssessmentAssessment Internal assessment (IA): the historicalinvestigation, which assessesobjectives 1–4

Internal assessment (IA): the historicalinvestigation, which assessesobjectives 1–4


While many of the skills of studying history are common to both SL and HL, the HL student is required, through in-depth study, to synthesize and critically evaluate knowledge.


The greater depth of study required for HL, and the greater demands this makes of the student, are exemplified through the nature of the learning outcomes for the HL options and assessed in the following ways.


HL paper 1—the emphasis is on testing assessment objective 2: application and interpretation, and assessment objective 3: synthesis and evaluation, through the greater demands of the questions than in SL paper 1 (see “External assessment details—HL”).


HL paper 3—the emphasis is on testing assessment objective 3: synthesis and evaluation, reflected in the markband descriptors (see “External markbands—HL”).

Assessment DetailsAssessment Details

Paper 1 Duration: 1 hour Weighting:

HL 20% SL 25%

QuestionQuestion Assessment Assessment ObjectivesObjectives

The first question will testunderstanding of a source inpart (a) and part (b).

1. Knowledge and understanding• Understand historical sources


The second question The second question will test analysis of will test analysis of sources through the sources through the comparison and comparison and contrast of twocontrast of two

sources.sources.

2. Application and interpretation• Compare and contrast historical sources as evidence


The third question will askstudents to discuss two sources inrelation to their origin, purpose,value and limitations

3. Synthesis and evaluation• Evaluate historical sources as evidence


The fourth question will testevaluation of sources andcontextual knowledge

1. Knowledge and understanding• Demonstrate an understanding of historical context3. Synthesis and evaluation• Evaluate and synthesize evidence from both historicalsources and background knowledge

Paper 01Paper 01

Students select ONE of THREE Students select ONE of THREE document based questions to writedocument based questions to write

Paper 01 Prescribed Paper 01 Prescribed SubjectsSubjects

Prescribed subject 1: Peacemaking, peacekeeping—international relations 1918‑36

• Prescribed subject 2: The Arab–Israeli conflict 1945‑79

• Prescribed subject 3: Communism in crisis 1976‑89


Select ONE Prescribed Subject to Select ONE Prescribed Subject to teach!teach! Choose the Prescribed Subject based Choose the Prescribed Subject based

upon your strengths as a teacher and upon your strengths as a teacher and your students’ interests.your students’ interests.


Sources will be primary or a mixture of primary and secondary; they may be written, pictorial or diagrammatic.


Documentary sources in paper 1 cannot be handled with confidence unless students have a strong grasp of the historical context of the prescribed subject.


It is therefore essential that students are directed towards authoritative secondary sources that will provide them with a strong foundation in the prescribed subject.


There will be five sources for each prescribed subject.

Some questions will be answered using only evidence from one or more of the sources, as indicated.


In other questions students will be asked to use their own knowledge as well as evidence contained in all the sources.


Students must answer all four questions from one prescribed subject.


The maximum mark for this paper is 25.

The paper is marked using a paper-specific analytic markscheme

Assessment Details: Assessment Details: Paper 02Paper 02

Duration: 1 hour 30 minutes Weighting:

HL 25% SL 45%

Paper 02 World History Paper 02 World History TopicsTopics

This examination paper assesses objectives 1‑4.

Students must study TWO of FIVE topics

Route 2 World History Route 2 World History TopicsTopics

Topic 1: Causes, practices and effects of wars

Topic 2: Democratic states—challenges and responses


Topic 3: Origins and development of authoritarian and single-party states


Topic 4: Nationalist and independence movements in Africa and Asia and post‑1945 Central and Eastern European states


Topic 5: The Cold War

Paper 02Paper 02

For route 2 topics, when the word “region” is used in a question, it refers to one of the four regional options defined by the world map in the introduction to 20th century world history topics.

Paper 02Paper 02

Some comparative questions require that examples be drawn from more than one region.

Paper 02Paper 02

The paper consists of five sections, each covering one topic. There are six extended-response questions on each topic.

Paper 02Paper 02

The structure of each section is:

Paper 02Paper 02

three questions on named people, themes, topics or events that are listed in the syllabus

Paper 02Paper 02

two open-ended questions

Paper 02Paper 02

at least one question addressing social, economic or gender issues

Paper 02Paper 02

Of these: at least one question will be set that

demands material from two regions in route 2. This will be indicated either by named examples or by demanding two unnamed examples

Paper 02Paper 02

Of these: any one of the questions may be a

comparative question, or based on a quotation.

Paper 02Paper 02

Of these: When questions of a more general and

open-ended nature are also set, students are free to use any relevant material to illustrate and support their arguments

Paper 02Paper 02

Students must answer two questions, each selected from a different topic.

Paper 02Paper 02

The maximum mark for this paper is 40.

Paper 02Paper 02

The paper is marked using generic markbands and a paper-specific analytic markscheme.

Assessment Details Assessment Details Paper 03Paper 03

Paper 3 Duration: 2 hours 30 minutes Weighting:

HL 35%

Assessment Details Assessment Details Paper 03Paper 03

This examination paper assesses objectives 1‑4.

All assessment objectives for the paper are tracked through to the markband descriptors

Paper 03Paper 03

Option 3: Aspects of the history of the Americas

Paper 03Paper 03

Students must study three of twelve syllabus sections from their chosen option.

Paper 03Paper 03

Questions that refer to specific countries, events or people are restricted to those listed in the syllabus descriptions.

Paper 03Paper 03

Where a case study approach has been taken students may illustrate their answers with reference to any country within the region.

Paper 03Paper 03

The examination paper will consist of 24 questions. Two extended-response questions will be set on each syllabus section.

Paper 03Paper 03

Students must select three questions. The maximum mark for this paper is 60.

The paper is marked using generic markbands and a paper-specific analytic markscheme.

Route 2: 20th century world

history—prescribedsubjects

Route 2: 20th century world history

Prescribed subject 2: The Arab–Israeli conflict 1945‑79

Prescribed subject 2

This prescribed subject addresses the development of the Arab–Israeli conflict from 1945 to 1979.


It also requires consideration of the role of outside powers in the conflict either as promoters of tension or mediators in attempts to lessen tensions in the region.


The prescribed subject requires study of the political, economic and social issues behind the dispute and the specific causes and consequences of the military clashes between 1948‑9 and 1973.


The nature and extent of social and economic developments within the disputed territory of Palestine/Israel within the period and their impact on the populations should also be studied.


The end date for the prescribed subject is 1979 with the signing of the Egyptian–Israeli peace agreement.


Areas on which the source-based questions will focus are: last years of the British Mandate;

UNSCOP partition plan and the outbreak of civil war

British withdrawal; establishment of Israel; Arab response and 1948/49 war


Areas on which the source-based questions will focus are: demographic shifts: the Palestinian

diaspora 1947 onwards; Jewish immigration and the economic development of the Israeli state

Suez Crisis of 1956: role of Britain, France, the United States, the USSR, Israel and the UNO


Areas on which the source-based questions will focus are: Arabism and Zionism; emergence of the

PLO Six Day War of 1967 and the October

War of 1973: causes, course and consequences


Areas on which the source-based questions will focus are: role of the United States, USSR and

UNO Camp David and the Egyptian-Israeli

Peace Agreement

Introduction to route 2 topics

Students are required to study two topics from the following list. Topic 1: Causes, practices and effects of

wars Topic 2: Democratic states—challenges

and responses


Students are required to study two topics from the following list. Topic 3: Origins and development of

authoritarian and single-party states


Students are required to study two topics from the following list. Topic 4: Nationalist and independence

movements in Africa and Asia and post-1945 Central and Eastern European states


Students are required to study two topics from the following list. Topic 5: The Cold War


The topics should be studied through a selection of case studies drawn from different regions. Knowledge of topics beyond 2000 is not required.


The syllabus specifications for every topic include major themes and material for detailed study. Students should study a selection from the material for detailed study using the themes to guide them.


It is important to ensure that examples selected for detailed study cover two regions as outlined by the map provided.


In the examination that tests this component (SL/HL paper 2) questions will be set on major themes. Named questions will be confined to the material in major themes and detailed study.


When answering open-ended questions students can use examples from the list and/or alternative examples.

Topic 1: Causes, practices and effects of wars

War was a major feature of the 20th century.

In this topic the different types of war should be identified, and the causes, practices and effects of these conflicts should be studied.

Major themes

Different types and nature of 20th century warfare Civil Guerrilla Limited war, total war

Major themes

Origins and causes of wars Long-term, short-term and immediate

causes Economic, ideological, political,

religious causes

Major themes

Nature of 20th century wars Technological developments, tactics

and strategies, air, land and sea Home front: economic and social impact

(including changes in the role and status of women)

Resistance and revolutionary movements

Major themes

Effects and results of wars Peace settlements and wars ending

without treaties Attempts at collective security pre- and

post-Second World War Political repercussions and territorial

changes Post-war economic problems

Material for detailed study

First World War (1914‑8) Second World War (1939‑45) Africa:

Algerian War (1954‑62), Nigerian Civil War (1967‑70)


Americas: Falklands/Malvinas war (1982), Nicaraguan Revolution (1976‑9)


Asia and Oceania: Indo-Pakistan wars (1947‑9, 1965,

1971), Chinese Civil War (1927‑37 and 1946‑9)


Europe and Middle East: Spanish Civil War (1936‑9), Iran–Iraq war (1980‑88), Gulf War (1991)


This topic addresses East–West relations from 1945. It aims to promote an international perspective and understanding of the origins, course and effects of the Cold War—a conflict that dominated global affairs from the end of the Second World War to the early 1990s.


It includes superpower rivalry and events in all areas affected by Cold War politics such as spheres of interest, wars (proxy), alliances and interference in developing countries.

Major themes

Origins of the Cold War Ideological differences Mutual suspicion and fear From wartime allies to post-war

enemies

Major themes

Nature of the Cold War Ideological opposition Superpowers and spheres of influence Alliances and diplomacy in the Cold

War

Major themes

Development and impact of the Cold War Global spread of the Cold War from its

European origins Cold War policies of containment,

brinkmanship, peaceful coexistence, détente

Major themes

Development and impact of the Cold War Role of the United Nations and the Non-

Aligned Movement Role and significance of leaders Arms race, proliferation and limitation Social, cultural and economic impact

Major themes

End of the Cold War Break-up of Soviet Union: internal

problems and external pressures Breakdown of Soviet control over

Central and Eastern Europe


Wartime conferences: Yalta and Potsdam

US policies and developments in Europe: Truman Doctrine, Marshall Plan, NATO


Soviet policies, Sovietization of Eastern and Central Europe, COMECON, Warsaw Pact

Sino–Soviet relations


US–Chinese relations Germany (especially Berlin

(1945‑61)), Congo (1960‑64), Afghanistan (1979‑88), Korea, Cuba, Vietnam, Middle East


Castro, Gorbachev, Kennedy, Mao, Reagan, Stalin, Truman

HL option 3: Aspects of the history of the

Americas

HL Option 3HL Option 3

This option covers major developments in the region from around 1760 to 2000: independence movements;

the challenges of nation-building; the emergence of the Americas in global affairs;


the emergence of the Americas in global affairs;

the Great Depression;


the Second World War and the Cold War, and their impact on the region, as well as the transition into the 21st century.


Within each section political, economic and social issues are considered and, when relevant, cultural aspects are included.

The countries of the Americas form a region of great diversity but close historical links.


Within the sections there will be, where appropriate, a case study approach in which students will have the opportunity to study their own or another national history of the region.


Only people and events named in the guide will be named in the examination questions.


In some bullets, suitable examples are shown in brackets. These examples will not be named in the examination questions as any appropriate examples can be used.


Three sections must be selected for in-depth study.

2. Nation-building and challenges

This section focuses on the new challenges and problems that came with independence.


It explores the ways in which, and the reasons why, the countries of the region attempted to build their nations.


Latin America: challenges to the establishment of political systems; conditions for the rise of and impact of the caudillo rule in two countries (suitable examples could be Rosas, Gomez, Artigas)


Canada: causes and effects of 1837 rebellions; the Durham Report and its implications; challenges to the Confederation; the British North America Act of 1867: compromises, unresolved issues, regionalism, effects

4. The development of modern nations 1865 1929

Causes and consequences of railroad construction; industrial growth and economic modernization; the development of international and inter-American trade; neocolonialism and dependency


Causes and consequences of immigration; emigration and internal migration, including the impact upon, and experience of, indigenous peoples


Development and impact of ideological currents including liberalism, positivism, Social Darwinism, “indigenismo”


Social and cultural changes: the arts; the role of women

5. Emergence of the Americas in global affairs

1880 1929 Involvement and participation of

either Canada or one Latin American country in the First World War: reasons for and/or against participation; nature of participation

5. Emergence of the Americas in global affairs

1880 1929 Impact of the First World War on

two countries of the Americas: economic, political, social, and foreign policies

6. The Mexican Revolution 1910‑40

This section focuses on the causes, course and impact of the Mexican Revolution that occurred in a country that had experienced a lengthy period of political stability and economic growth.


The socio-economic composition of revolutionary leadership was varied, as were the aims. The revolution was prolonged and costly.


The Constitution of 1917 has been described as the most progressive constitution created at this time in the region. It had significant influence on the political developments of the country and the area.


The revolution impacted greatly on the arts, arguably representing the earliest and most enduring attempt to overcome racial divisions and incorporate the Indian heritage into the national identity.


Causes of the Mexican Revolution: social, economic and political; the role of the Porfiriato regime


The revolution and its leaders (1910‑17): ideologies, aims and methods of Madero, Villa, Zapata, Carranza; achievements and failures; Constitution of 1917: nature and application


Construction of the post-revolutionary state (1920‑38): Obregón, Calles and the Maximato; challenges; assessment of their impact in the post-revolutionary state


Lázaro Cárdenas and the renewal of the revolution (1939‑40): aims, methods and achievements


The role of foreign powers (especially the United States) in the outbreak and development of the Mexican Revolution; motivations, methods of intervention and contributions


Impact of the revolution on the arts, education and music (suitable examples could be Siqueiros, Rivera, Orozco); the impact of Vasconcelos’ educational reforms; the development of popular music; literary works on the revolution

7. The Great Depression and the Americas 1929‑39

This section focuses on the nature of the Depression as well as the different solutions adopted by governments in the region and the impact on these societies.


The Great Depression produced the most serious economic collapse in the history of the Americas. It affected every country in the region and brought about the need to rethink economic and political systems.


The Great Depression: political and economic causes in the Americas


Canada: Mackenzie King and RB Bennett


Latin America’s responses to the Depression: either G Vargas or the Concordancia in Argentina; Import Substitution Industrialization (ISI) or any relevant case study of a Latin American country


Impact of the Great Depression on society: African Americans, women, minorities


The Great Depression and the arts: photography, the movie industry, the radio, literary currents

8. The Second World War and the Americas 1933‑45

The diplomatic and/or military role of two countries in the Second World War


Social impact of the Second World War on: African Americans, Native Americans, women and minorities; conscription


Treatment of Japanese Americans and Japanese Canadians


Economic and diplomatic effects of the Second World War in one country of the Americas

9. Political developments in the Americas after the Second

WorldWar 1945‑79

This section focuses on domestic concerns and political developments after 1945.


WorldWar 1945‑79

The majority of states in the Americas experienced social, economic and political changes and challenges.


WorldWar 1945‑79

Political responses to these forces varied from country to country: from the continuation of democracy to multi-class “populist” alliances to outright conflict, revolution and the establishment of authoritarian regimes in the 1960s and 1970s.


WorldWar 1945‑79

Canada: domestic policies from Diefenbaker to Chrétien

Causes and effects of the Silent (or Quiet) Revolution


WorldWar 1945‑79

Populist leaders in Latin America: rise to power; characteristics of populist regimes; social, economic and political policies; the treatment of opposition; successes and failures (suitable examples could be Perón, Vargas or any relevant Latin American leader)


WorldWar 1945‑79

The Cuban Revolution: political, social, economic causes; impact on the region

Rule of Fidel Castro: political, economic, social and cultural policies; treatment of minorities; successes and failures


WorldWar 1945‑79

Military regimes in Latin America: rationale for intervention; challenges; policies; successes and failures

10. The Cold War and the Americas 1945‑1981

United States’ foreign policies from Kennedy to Carter: the characteristics of, and reasons for, policies; implications for the region: Kennedy’s Alliance for Progress; Nixon’s covert operations and Chile; Carter’s quest for human rights and the Panama Canal Treaty

10. The Cold War and the Americas 1945‑1981

Cold War in either Canada or one Latin American country: reasons for foreign and domestic policies and their implementation

The EndThe End

IB HL History of the Americas Course Description Daniel W. Blackmon Coral Gables Senior High 2010.

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Transcript of IB HL History of the Americas Course Description Daniel W. Blackmon Coral Gables Senior High 2010.